How to Unite Scientific Reasoning and Practical Knowledge in Teacher Education-As Illustrated by a Postgraduate Course

Stefan Sellbjer, Håkan Jenner


In this article the question of how to unite scientific reasoning and practical knowledge is
brought to the fore Experiences from a postgraduate course in special education are discussed,
since attempts to make different vocational education programs more academic often lead to
special problems. The overarching question connected with scientific reasoning can be
formulated thus: “How do we gain assured knowledge about reality?”, a question with its
roots in ontological, epistemological and methodological issues. Using such questions as a
starting point for reflection proved to be a way to practice scientific thinking. In order to
deepen the understanding of how knowledge is constructed, as well as of the contents of
practical knowledge, tacit knowledge and scientific reasoning, some distinctions are made.
First, three forms of knowledge products and knowledge processes are distinguished and
secondly, the issue of unconscious and automatized knowledge is elaborated on.

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